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ERIC Number: ED317572
Record Type: Non-Journal
Publication Date: 1989
Pages: 19
Abstractor: N/A
Reference Count: N/A
Do Students' Motives in Learning a Subject Affect Their Choice of Learning Strategies?
Chang, Agnes Shook Cheong
The learning approaches of secondary students were studied for 495 eighth-, tenth- and twelfth-grade students in Singapore. The focus was on determining: (1) the dominant approach used by students in learning different academic subjects (English, Chinese, mathematics, and science); (2) the motive-strategy consequence in learning these different subjects in grades 8, 10, and 12; and (3) the different learning approaches used by better (express) and weaker (normal) students. Normal students were motivated to learn the subject for its usefulness to them; express students were more likely to have intrinsic interest in the subject. Normal students were more likely to use rote learning and to rely heavily on teachers' notes and past examinations, while express students were more likely to look for relationships between new and old concepts learned, showing a more reflective approach in their learning. The express students used effective retention strategies more frequently and exhibited better examination techniques than did normal students. Overall, when strategies were viewed in terms identified by J. Biggs (1979), these secondary students, irrespective of grade and subject, showed a preference for deep and achieving strategies. That weaker students were more likely to favor the Surface Approach was an expected finding, but one educators should consider in their efforts to help weak learners. Six data tables are included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore